This qualitative study examined how a selected sample of 15 to 16 year-old Norwegian pupils experience Bildung (all-around development) and education in their schooling, and how those experiences are in coherence with the intended curriculum policy goals as stated in the latest Norwegian curriculum reform. Wolfgang Klafki's operationalisation of…

In this chapter, we explore ways in which Singapore's national curriculum had developed and responded--and continues to develop and respond--to the larger national and societal challenges and contextual needs from colonial times to 2020. We define "curriculum" as the educative decisions of schooling in all of its forms, including the…

In this article, I examine how teachers can enact 'powerful knowledge' (PK)--a curriculum principle proposed by Michael Young--by linking it with the scholarship of teacher professionalism (TP). Despite the significance of teachers' role in curriculum enactment, effort to understand this topic has been insufficient. I first indicate that…

This article explores national curriculum change initiated by the South Korean state by examining the 2015 curriculum reform. Relying on interviews with policy actors who participated in the curriculum-making process, I aimed to understand how certain reform ideas within an institutionalized, state-led curriculum change made--or failed to…

This paper seeks to humanize the history of curriculum reform by exploring the diverse relationships that teachers form with the national curriculum system in South Korea. Drawing on the concepts of reflective and diffractive practices, we analyze the professional trajectories of two teachers across three decades of national curriculum changes.…

This study investigates teacher participation in Norway's most recent national curriculum reform. During the reform period, teachers were invited to take part in macro curriculum making as members of national curriculum committees. In policy documents, teacher participation is emphasised as key to the legitimacy of the curriculum. In this study,…

The Foundation Phase is a pioneering early years education reform that was introduced across Wales in 2008. Based on a progressive, child-centred design, this reform aimed to improve educational outcomes in Wales and reduce achievement gaps for young learners. This paper reports a number of findings from a mixed-methods study that assessed the…

Our aim with this study was to gain a better understanding of the emotional landscape of curriculum making by exploring the variety of emotions embedded in shared sense-making about the national curriculum reform implementation at the district level. Focus group interview data were collected from 12 curriculum reform steering groups around…

Effective continued professional development (CPD) is critical in preparing teachers for implementing curricular changes. Utilising the professional design framework [Loucks-Horsley, S., Stiles, K. E., Mundry, S. E., Love, N. B., & Hewson, P. W. (2009). "Designing Professional Development for Teachers of Science and Mathematics."…

National-level educational administrators constantly face the question of how to ensure that the basic education system successfully meets complex local, national, international, and global challenges, and what is the best way to initiate and drive systemic changes in education amid such complexity and to create value for society. Studies have…

Curriculum reform was high on the agenda of South Africa's post-apartheid governments. Yet as time passed, the initial reforms were seen as increasingly problematic, especially when pedagogical realities met policy priorities. There was reluctance on the part of policymakers to give up what was seen as the democratic imperative behind the reforms.…

This paper investigates how Norwegian school principals prepared to carry out the LK20 reform process. The importance of school principals and middle-level leaders as enactors of change efforts results from their close ties to teachers and teacher classroom practices. This suggests that without negotiation and support from micro-policy actors,…

There are few published studies on teacher efficacy and receptivity in Myanmar basic education curriculum reform. The purpose of this study was to examine the perceptions of teacher efficacy and receptivity to the new curriculum implementation and their impact on perceived outcomes of the curriculum reform, using SEM. A mixed-method inquiry was…

In this study, we analysed the presence of citizenship education in the new Spanish social sciences curriculum, focusing on both the primary and secondary education stages. The relevance of the study stems from the need to adapt to a new reality, in which it is crucial to develop in children and young people the skills to understand, interpret and…

National curricula influence, and are influenced by, political agendas. Understanding political enmeshment (both overt and covert) in curriculum development is therefore vital for ensuring transparency and quality in curricula. This paper analyses how the Australian Curriculum is represented in the federal Education Ministers' media releases.…